Author: admin

Amy loves fancy and fashionable outfits. She never wears an outfit twice. She has a utility
function takes the form U(x, y) = x
1/2
y
1/2 =
vxy, where x stands for the number of “new
outfits” and y is the amount of “Other goods” essential to her living. That is to say, Amy’s
marginal utilities for new outfit and other goods are:
MUx =
1
2
r
y
x
;
MUy =
1
2
rx
y
,
respectively.
Amy recently noticed that one of her favourite brand “Supreme” is offering a deal on
its’ latest patchwork hooded jackets, which is sold at $100 a piece. The promotion claims
that one can “get the second piece 50% off.” It means, if Amy buys a jacket from Supreme
Page 2 of 10
MAE201: Competition and Industry
Trimes

Question 1: The IASB Conceptual Framework states that the fundamental qualitative characteristics of
useful information are relevance and representational faithfulness. Must both of these qualitative
characteristics be satisfied before particular information is included within a financial report? Explain
your answer.
Question 2: The FASB and IASB (2005, p. 12) state:
The long-standing unresolved controversy about which measurement attribute to adopt—particularly
between historical-price and current-price measures and the unresolved puzzle of unit of account are
likely to make measurement one of the most challenging parts of this project.
Provide an explanation of why measurement will be one of the most challenging components of the
conceptual framework being developed by the IASB.
Attachments:
5436031_1_accounting-theory-and-contemporary-issues.pdf

Create
an online binder, using LiveBinders, with information about the different types of assessments that make up a comprehensive assessment program, including formative and summative assessments, formal and informal assessments, portfolios, performance assessments, self-assessments and affective assessments, and norm-referenced and criterion-referenced standardized assessments. This binder should be set up and organized in such a way that it could be saved and used as a future reference.
Note
: Before starting your binder, you will need to create a free account with LiveBinders. The website has a tutorial(http://www.livebinders.com /welcome/tutorials )that will walk you step-by-step through the process of creating an online binder.
Include
the following tabs for your binder:
· Tab #1: Formative and Summative Assessments
· Tab #2: Formal and Informal Assessments
· Tab #3: Portfolios
· Tab #4: Performance Assessments
· Tab #5: Self-Assessments and Affective Assessments
· Tab #6: Norm-Referenced and Criterion-Referenced Standardized Assessments
· Tab #7: References
Part 1
Complete
Tabs 1–3 of the Comprehensive Assessment Binder.
Present
the following information for each type of assessment in graphic organizer form:
· Strategy for providing effective timely feedback
Provide
at least two examples of each assessment.
Generate
a list of links to websites where additional information may be obtained oneach type of assessment.
Set
your learning team’s LiveBinder’s access to public and share it with your instructor by copying and pasting your binder’s link into a Microsoft
®
Word document and submitting the document as your assignment.
Here is the access code for livebinderLive-binder access code: SCCMT
(PLEASE INCLUDE ALL REFERENCES USED)

Your initial discussion thread is due on Day 3 (Thursday) and you have until Day 7 (Monday) to respond to your classmates. Your grade will reflect both the quality of your initial post and the depth of your responses. Refer to the Discussion Forum Grading Rubric under the Settings icon above for guidance on how your discussion will be evaluated.
Food Safety [WLOs: 1, 2] [CLOs: 1, 3]
Prior to beginning work on this discussion, read Chapter 3 in your text. Imagine you are the new director of Tinkerbell’s KinderCare. Based on what you have learned so far, you are familiar with food safety principles but soon realize that your staff is not. Choose one of the scenarios below to use for your initial post:
After assisting children in the restroom, Sally, the teacher’s assistant for the 3-year-olds, does not wash her hands and serves lunch.
The toddlers in Kim’s class did not finish their morning snack of cheese and crackers. At 5:00 p.m., Kim picks up the remaining cheese and refrigerates it for the next day.
Breakfast in the infant room consists of blueberry-flavored yogurt, 1/2 cup of wheat puffs, and milk. Even though Annie is lactose intolerant and cannot eat gluten, she is served this breakfast.
Initial post:
Your initial post should include the following:
List your chosen scenario in your subject line.
Describe an aspect of food safety being disregarded in your scenario and how it could affect the well-being of children.
Identify alternative best practice procedures that should be followed.
Support your ideas with at least one outside source.
Guided Response:
Read and respond to the posts of at least two peers who have scenarios different from your initial post. Critique their suggestions for food safety by citing a possible obstacle to one of them and offer an alternative idea.
Though two replies are the basic expectation, for deeper engagement and learning you are encouraged to provide responses to any comments or questions others have given to you. Remember that continuously engaging with peers and the instructor will further the conversation and provide opportunities to demonstrate your content expertise, critical thinking, and experiences with this topic.

Week 2 – Discussion 277 unread replies.1111 replies.
Your initial discussion thread is due on Day 3 (Thursday) and you have until Day 7 (Monday) to respond to your classmates. Your grade will reflect both the quality of your initial post and the depth of your responses. Refer to the Discussion Forum Grading Rubric under the Settings icon above for guidance on how your discussion will be evaluated.
Dietary Considerations Action Plan [WLO: 3] [CLO: 3]
Prior to beginning work on this discussion, read in your course text Chapter 4, Menu Planning, and Trevor’s Enrollment Form. You have just discovered that Trevor, a 7-year-old boy in your after-school program, has a severe food allergy. For this discussion, you will explain what you would do before menu planning to ensure Trevor’s safety. You will also offer alternatives to the menu items.
In your initial post,
Create an action plan based on the information shared on the form.
Explain what you would need to do before creating Trevor’s menu.
Discuss how you would proceed before menu planning.
Suggest alternatives to the following menu items:
6 oz low-fat milk
Peanut butter (1.5 tbs) on a half slice of whole-grain bread
3 oz blueberry-flavored yogurt
1/2 C strawberry slices
1/2 C steamed green beans
Guided Response:
Read and respond to at least two peers’ posts. Identify steps possibly missing from their actions. Share the missing step’s significance in creating this student’s action plan. Critique their suggestions for food safety by citing a possible obstacle to one of their ideas. Offer an alternative idea.
Though two replies are the basic expectation, for deeper engagement and learning you are encouraged to provide responses to any comments or questions others have given to you. Remember that continuously engaging with peers and the instructor will further the conversation and provide opportunities to demonstrate your content expertise, critical thinking, and experiences with this topic.

Task 2: DNS configuration (8 Marks)
Implement server a simple local DNS server called nsl.StudentLastName.org.au. The Local DNS accepts queries from clients and tries to resolve them, first by checking its local cache. The Local DNS must reply to A, NS, and CNAME requests. Before you start to implement your server, you should have a clear understanding of the DNS protocol and, specifically, of the message format. You can find good information online in Learning DNS by Cricket Liu or the textbook and the lecture slides.
Local DNS must be able to resolve queries iteratively starting from a given root name server. In other words, Local DNS must work even with a root server that does not support recursive queries. Local DNS must also correctly handle canonical names (www). This means that a server (the root server or others) might reply with a CNAME record in response to a request for the A record for www.nsl.studentLastName.org.au. In this case, Local DNS should first resolve the CNAME record and then reply to the original request with a DNS message that includes both the canonical-name record (CNAME) for the original name and the address record (A) for the canonical name.
Attachments:
5436187_1_screenshot-20200501-112213-chrome.jpg

Purpose of the assignment
To gain practical skills and knowledge in coding and using JavaScript, by adding dynamic behavior and
extending and enhancing the website you developed in Part 1. In particular, you will:
• Use JavaScript to validate data entered into HTML forms and provide user feedback,
• Understand the ways that data can be stored locally and be transferred between web pages,
• Use client-side data storage to transfer data between pages,
As in Part 1, there is an opportunity to enhance your website beyond the basic requirements.
Attachments:
5436297_1_cos60004-a2-2020s1-1.pdf